Abstract
Validation of the Teachers’ Sense of Efficacy Scale (TSES) for use with teachers in Macao (SAR) was undertaken to determine its usefulness as a measure of teacher self-efficacy for inclusive education. This paper discusses the results found by analyzing various versions of the TSES and TSES-C in a Chinese format with 200 pre-service teachers in Macao (SAR). Psychometric analyses were undertaken to investigate the validity of the existing scales and the three and two factor solutions. The results indicated a preferred 9-item version that produced improved factor loadings and reliabilities. The use of a relatively quick and short scale to measure such a complex phenomenon as teacher self-efficacy is discussed. Issues are raised regarding generalizability of scales and the impact of culture, demographics, and edifying issues that may impact on the usefulness of such scales.
Highlights
A consultation document to make provisions to Macao’s DecreeLaw on special education, to promote a more inclusive school system, was launched by the Macao Government in 2015 (Direcção dos Serviços de Educação e Juventude (DSEJ, 2015))
The purpose of this study was to validate the Teachers’ Sense of Efficacy Scale (TSES) in both the long and short versions for use with teachers in Macao to determine its usefulness as a measure of teacher self-efficacy for inclusive education
This study examined various versions of the TSES and TSES-C in a Chinese format with 200 pre-service teachers in Macao (SAR)
Summary
A consultation document to make provisions to Macao’s DecreeLaw on special education, to promote a more inclusive school system, was launched by the Macao Government in 2015 (Direcção dos Serviços de Educação e Juventude (DSEJ, 2015)). Several initiates have taken place to lead schools toward more fully inclusive practices (Teixeira et al, 2018). The Macao educational system has undergone a series of changes, with education reforms, and in development of policies for inclusive education. These developments can be seen in initiatives such as the Ten-Year Plan (2011–2020) for development of non-tertiary education (DSEJ, 2014). The initiatives target attention to improve student learning through a student-centred approach, strengthen students’ critical thinking skills and long-life skills, as well as improve teachers’ working conditions and professional development.
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